The Quality of Macro-Scaffolds: Adaptivity and Coherence (Poster 53)

• In Event: AERA Poster Session Eleven
  In Poster Session: Cognitive and Motivational Processes: Poster Session Four

Abstract

Scaffolding as a form of constructive learning support takes place on different scales. In the context of school lessons, macro-scaffolding consists in structuring and sequencing learning steps while micro-scaffolding consists of supporting students within the individual steps. In our study, we investigate macro-scaffolds with respect to their adaptivity and coherence. The study is carried out in business education at vocational schools. In order to reconstruct planned lessons according to their intended knowledge co-construction processes, we draw on the inferential learning theory. Our analysis shows that the teachers' lesson plans contain patterns that are characterized by lack of coherence and non-adaptivity. Such patterns should foreseeably lead to the occurrence of learning obstacles for students and situations where increased micro-scaffolding is required.

Authors

• Manon Heuer-Kinscher, Goethe University
  Presenting Author

• Gerhard Minnameier, Goethe University Frankfurt
  Non-Presenting Author

• Benjamin Herbert, Goethe University Frankfurt
  Non-Presenting Author

• Rico Hermkes, Goethe University Frankfurt
  Non-Presenting Author